text:
.model flat
@PushAllRegisters MACRO
	push eax
	push ebx
	push ecx
	push edx
	ENDM

@PopAllRegisters  MACRO
	pop edx
	pop ecx
	pop ebx
	pop eax
	ENDM

@FunctionBody MACRO index
	_HookFunctionASM&index proc
		@PushAllRegisters
		call _NextEvent                                                           ; Check wheter profiler is active and create new EventData
		cmp eax, 0                                                                ; Check for null
		je NotActiveProlog&index                                                  ; Jump if Profiler is not active

		push eax
		call _GetTime                                                             ; GetTime
		pop ebx                                                                   ; Store EventData in ebx
		mov dword ptr[ebx], eax                                                   ; StartTime
		mov dword ptr[ebx + 4], edx                                               ; StartTime
		mov eax, [_hookSlotData + index * HookDataSize + EventDescriptionAddress] ; Store description
		mov dword ptr[ebx + 16], eax                                              ; EventDescription
		mov [_hookSlotData + index * HookDataSize + EventDataAddress], ebx        ; StoreActive EventData

	NotActiveProlog&index:
		@PopAllRegisters

		; Transparently call the original function by hiding the hook function from the call stack

		pop  [_hookSlotData + index * HookDataSize + ReturnAddress]               ; Store return address
		call [_hookSlotData + index * HookDataSize + OriginalAddress]             ; Call original function
		push [_hookSlotData + index * HookDataSize + ReturnAddress]               ; Restore return address

		cmp [_hookSlotData + index * HookDataSize + EventDataAddress], 0          ; Check for active EventData
		je NotActiveEpilog&index                                                  ; If not active go to return

		@PushAllRegisters
		call _GetTime                                                             ; Get Finish Time
		mov ebx, [_hookSlotData + index * HookDataSize + EventDataAddress]        ; Store EventData address
		mov [ebx + 8 ], eax                                                       ; Store FinishTime
		mov [ebx + 12], edx                                                       ; Store FinishTime
		@PopAllRegisters

	NotActiveEpilog&index:
		ret
	_HookFunctionASM&index endp
	ENDM

.data
extern _NextEvent : proc
extern _GetTime : proc
extern _hookSlotData : dword

ReturnAddress           = 0  ; [hookSlotData + 0 ] - Return Address
OriginalAddress         = 4  ; [hookSlotData + 4 ] - Original Function Address
EventDataAddress        = 8  ; [hookSlotData + 8 ] - EventData
EventDescriptionAddress = 12 ; [hookSlotData + 12] - EventDescription
HookDataSize            = 16 ; Sizeof(HookData)

.code
@FunctionBody 0
@FunctionBody 1
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@FunctionBody 127
end


God hears our prayers, but may not always respond exactly the way we expect. In last week's passage, Jacob showed himself a man of godly action and a man of godly prayer. He was walking straight into a potentially dangerous situation hoping, despite his anxiety, the Lord would deliver him. This week, God begins to answer Jacob's prayer, but not at all like Jacob envisioned. We're going to see God grab ahold of Jacob and make a new man out of him. And in the process, we'll learn from Jacob that the only way to overcome defeat and death is to grab hold of God. Just like Jacob, it takes a life-changing, God-altering intervention to bring us to that point. Only God can make that happen. This Sunday we will look at how Jacob's wrestling provides us encouragement and life-changing hope, even in the face of defeat and death.
Who isn't struggling with this winter, unless you own a ski area or oil company?! It's been tough. It's been hard physically and emotionally for almost everyone. And as I write this, the snow is coming down outside again. Struggles are part of life in a fallen world. We have all kinds of struggles. We struggle with life. We struggle with people. And we even, at times, struggle in our relationship with God. We see all of these same struggles in the life of Jacob this week. And while Jacob is not exactly a role model, the Lord does show us, through Jacob, that we can't go it all alone. Mere human effort is insufficient for human struggles. So this Sunday, we're going to look at a couple of ways Jacob responded to his struggles, which will help us respond to our own.
The lives of Jacob and Laban were deeply intertwined and yet worlds apart. They were family, came from a rich heritage and had lived together in the same environment for 20 years, yet they were operating from different perspectives. The differences between Jacob and Laban are not that dissimilar to the differences between the Lord's people and others. The Lord intends for His people to stand as a contrast to others. At least that's how those who profess Jesus are supposed to be. The more Jacob grew in his faith, the more he served as a contrast to Laban. Earlier on, Jacob and Laban were not that different, but as Jacob placed his faith in the Lord, the Spirit of God began to work in Jacob's heart to change him – to increase his contrast. This weeks passage in Genesis demonstrates five ways in which the Lord's people serve as a contrast to the world. I hope they serve to encourage you to turn up your own contrast and magnify the work of Jesus to those God has placed you near.
Have you ever been the guest of another person and sensed you may have worn out your welcome? Have you ever wanted to leave but couldn't quite find the right opportunity to graciously bow out? I begin losing most of my cognitive function by 9 PM and have known to fall asleep on my guests when it gets much beyond that hour. I know – I'm the life of the party. Times like this can be awkward and non-verbal communication begins to take over. Well, much the same thing was happening in our passage this week, as the Jacob-Laban episode begins to come to its conclusion.
Jacob has worn out his welcome and he begins to sense it. Yet, it isn't fear that causes him to make the great escape. He makes his move because the Lord is with him. Jacob is finally becoming a true man of faith and realizes that when the Lord is with you, He is all you need. This begins an important turning point in the life of Jacob, the grandson of Abraham and recipient of God's covenant of grace. Is the Lord with you? How do you know? How can it change the way you deal with difficult circumstances and people?
Find out this Sunday as we hear from God's Word and worship together at 10:30.


This Thursday we had a play about with the clubs very own studio lights and backdrops. Club member Icarus Owen guided us through the evening and we got the opportunity to practice our portraiture skills. A few of our members posed for our shots although it has to be said that some models were slightly more willing than others.


The Fulbright Program, an international exchange program for college graduates run by the federal government, has awarded scholarships to 10 Tufts students in the past year, according to Tufts Program Specialist for Scholar Development Anne Moore.
Out of the 60 total Tufts applicants, there were 22 finalists for the scholarship, and 15 students were offered Fulbright grants, but some had to decline or had their programs canceled, according to Moore. This year, Tufts was included in an annual list of top Fulbright-producing schools published by the Chronicle of Higher Education.
Moore emphasized that Tufts makes an effort to ensure that students applying for the Fulbright scholarship have access to a support system to help them craft their applications. In particular, at several points throughout the process, Moore and other staff members give feedback on applicants' essays.
Moore said that the number of Fulbright applicants from Tufts each year has remained relatively stable, but that for this upcoming year, Tufts produced 28 national finalists out of a pool of 52 applicants. According to Moore, Tufts' success in producing Fulbright award recipients is due in part to the applicant support system, in combination with the university's academic offerings.
"I think the strong language requirements that we have as part of the overall prerequisites, the strength of the [International Relations] department, the strength of our study abroad programs, all of those things add to the opportunities that students have to do independent research, or to the public service commitments of Tufts," Moore said.
Moore added that Tufts has a varied record with other scholarships, such as the Rhodes and Marshall Scholarships, and that the fluctuation in student success rates in these scholarship contests are not always within the university's control.
Moore emphasized that although the number of students receiving scholarship awards is one indicator of success, a more important metric is what students get out of the application process.
Fulbright scholarship recipient Will Freeman (LA' 16) is based in Hungary, and explained the ways in which Tufts supported him throughout the application process. He said that Moore's office gave him feedback on his application, and before he graduated, he was able to gain experience teaching abroad through the Anne E. Borghesani Memorial Prize.
Freeman also emphasized the flexible nature of Hungary's Fulbright program. He is currently studying political theory, and he also teaches academic writing to non-native English speakers.
"While my official grant title is 'English Teaching Assistant,' I neither teach English nor am I an assistant!" Freeman told the Daily in an email.
According to Freeman, the most rewarding part of the experience so far has been forming relationships with professors and students with unique political perspectives.
"[I have had] the chance to study with professors who participated in the Hungarian transition to democracy and peers from countries with very different political systems than ours," Freeman said.
Likewise, Fulbright scholarship recipient Joscelyn García (LA '16) provided additional insight into the application process, along with her experience so far as an English teaching assistant in Zhiben, a village in Taitung County, Taiwan. García teaches students at an elementary school that incorporates a range of backgrounds and cultures.
García said that the most rewarding part of her experience so far has been forming personal connections with not only her students, but also other people from the village.
García also discussed her experience with the application process leading up to her Fulbright grant. After deciding to apply at the end of her junior year, García at first considered a position in Ecuador, but eventually applied for a position in Taiwan.
García said that she appreciates the support she received from Tufts throughout the application process, and explained that along with the rest of the support system, she received essay advice from Dean of Student Affairs Mary Pat McMahon and a graduate writing tutor.
García emphasized the value of her Fulbright experience in Taiwan, and said that being abroad has given her freedom and new opportunities.
"Before, I would stress about whether or not to go straight to graduate school, but I'm so happy that I did not and instead I am growing and learning more about myself and the world outside of the elite academic bubble — I'm taking advantage of my life," García said.
Clare Ladd (LA '16), a Fulbright English teaching assistant in Berlin, Germany, explained that the program has given her a unique opportunity to work internationally.
"You bring the native speaker perspective, because a lot of times the teachers aren't native speakers. It's a cool international experience. You get to see what it's like to work in a school, and you get to work with Germans," Ladd said.
Ladd also gave details on her application process, and the ways in which she found Tufts to be helpful.
Ladd said that her experience has been especially rewarding because of her location in Berlin and because the role of English teaching assistant allows for flexibility and creativity.
Alex Goodhouse (LA '14), another Fulbright scholarship recipient, is also an English teaching assistant based in Campobasso in Southern Italy. Goodhouse teaches a total of 200 students in two high schools, and is the only American in the town, where most people do not speak English. According to Goodhouse, there are several differences between the American education systems he has been a part of and the school system in Campobasso, which has posed some challenges for him.
However, despite the challenges of adjusting to a new environment and educational system, Goodhouse emphasized the benefits of his experience as a Fulbright teaching assistant.


text:
Q: node js docker is not running on heroku Node js project in Docker container is not running on Heroku.
Here is the source code.
Docker file
FROM node:14
WORKDIR /home/tor/Desktop/work/docker/speech-analysis/build
COPY package*.json ./
RUN npm install
COPY . .
EXPOSE 8080
CMD [ "node", "server.js" ]

server.js
'use strict';
const express = require('express');
const PORT = process.env.port||8080;
const app = express();

app.get('/', (req, res) => {
  res.send('Hello World');
});

app.listen(PORT);
console.log("Running on http://:${PORT}");

A: *

*You don't need to expose anything when having a container for Heroku. It takes care of it automatically. If you are running the same Docker locally, you can do:

docker build -t myapp:latest .
docker run -e PORT=8080 -p 8080:8080 -t myapp:latest

*I think that the environment variables are case-sensitive on Linux systems - so you need to change the

const PORT = process.env.port||8080;

... to:
const PORT = process.env.PORT||8080;

... as Heroku sets an environment variable PORT (and not port).

A: According to this answer you just need to use the port 80 in your expose or inside of nodejs:
app.listen(80)

Heroku at run, will generate a random port and bind it to 80
docker run ... -p 46574:80 ...

So if your nodejs app is running at port 80 inside of container, everything will be fine

redpajama_set_name: RedPajamaStackExchange


text:
Johan Sverdrup Drilling Platform Installed
Posted by Michelle Howard June 4, 2018
Photo: Espen Rønnevik / Roar Lindefjeld
The 22,000-tonne topside for the drilling platform in place on the Johan Sverdrup field. (Photo: Bo B. Randulff / Equinor ASA)
The 22,000-tonne topside for the drilling platform was lifted into position in one single lift on the Johan Sverdrup field last weekend. Equinor and the Johan Sverdrup partners are the first users in the world of this ground-breaking technology.
On Thursday, May 31, the topside for the Johan Sverdrup drilling platform sailed from the Aibel yard in Haugesund to Bømlafjorden at Stord.
Here the 22,000-tonne steel structure was transferred from the barge to Pioneering Spirit, the world's biggest heavy-lift vessel. All set for the 11-hour journey to the jacket waiting for its topside on the Johan Sverdrup field.
After initial preparations, the actual installation job took only three hours. This makes it likely the fastest ever installation of a large, fully completed topside. The second of four platforms in the first development phase of the giant Johan Sverdrup field is thus installed.
"This is an important milestone in the Johan Sverdrup installation campaign. Two of the four Johan Sverdrup platforms are now in place. The power cables to the field were rolled out last week, and so far, the installation of Norway's biggest oil pipeline has gone very well, so this is definitely moving in the right direction," says Trond Bokn, senior vice president for Johan Sverdrup at Equinor.
"At the same time, much work remains, and we must maintain extra focus on safety and quality in the execution phase. But we can breathe a bit more easily now that the drilling platform is installed – this is the first ever such operation in the world," Bokn adds.
Ståle Hanssen, project manager for Johan Sverdrup jackets, installation and commissioning, describes the technology enabling single-lift installation of big platforms as a game changer for the industry.
Up until now big topsides have been modular in design. No crane vessels have been able to lift more than 12,000 tonnes in one lift. The brand new lifting technology on Allseas' Pioneering Spirit vessel, however, allows entire topsides of up to 48,000 tonnes to be lifted in one, single lift.
The technology was initially developed for the removal of scrapped platforms. Equinor is the first user of the technology for the installation of big, new topsides. This allows for great savings in the construction and installation phases, both in terms of manhours and costs, and, not least, reduces risks related to health, environment and safety.
"Equinor and the Johan Sverdrup partnership, working closely with Allseas, make a break-through for the industry here. The safety-, schedule- and cost-related benefits are substantial, and we expect that many others will follow suit," says Hanssen.
"At the same time making the Johan Sverdrup planning puzzle so dependent on a vessel that was in fact at the time not even fully completed was no easy decision. We of course spent much time with the Johan Sverdrup partnership before coming to this conclusion," he says.
Pioneering Spirit will return to the Johan Sverdrup field in the spring of 2019, to install the two last topside structures in the first phase of the development, for the processing platform and the utility and accommodation platform.
Overall the use of Pioneering Spirit will help cut one million manhours offshore. This enabled the Johan Sverdrup partnership to deliver a Plan for development and operation (PDO) for Phase 1 of the development which included a three-to-six months earlier start-up of the field than would have been possible with the alternative topside installation solution. At the same time this helped cut the estimated costs for the PDO by almost NOK 1 billion.
The drilling platform on stream from the autumn of 2018
The Johan Sverdrup drilling platform is now fully completed and 85 percent fully tested. The last phase - hook-up and testing – starts now. The platform is due to become operational this autumn, and the tie-back to the platform of eight wells pre-drilled by the Deepsea Atlantic semi-submersible in 2016 starts towards the end of the year.
"We look forward to putting the drilling platform on stream, and completing the pre-drilled wells towards the end of the year and next year, preparing for first oil in late 2019," says Stig Åtland, head of drilling and well for Johan Sverdrup.
Then the drilling platform will start drilling new wells on the field, both for the first and second phase of the Johan Sverdrup development. Overall, as many as 48 wells may be drilled.
Categories: Technology Offshore Energy Offshore Energy

redpajama_set_name: RedPajamaCommonCrawl


text:
$1 Million from the State of Maryland Matches Brin Family Donation for Two Endowed Professorships in Computer Science at UMD
Building a Hub for Tech Leaders
Donor support funds eight new endowed faculty positions in the Department of Computer Science
UMD Receives $2.1M from the State of Maryland to Create Two Endowed Chairs
State initiative matches donations from Michael and Eugenia Brin and Elizabeth Stevinson Iribe to establish endowed chairs in mathematics and computer science.
Ming Lin Named Chair of UMD Department of Computer Science
An expert in virtual reality, computer graphics and robotics, Lin joins UMD from the University of Carolina at Chapel Hill.
New funding grows state-matched faculty positions in computer science to six endowed professorships and two endowed chairs
The University of Maryland's College of Computer, Mathematical, and Natural Sciences (CMNS) will receive $1 million from the state's Maryland E-Nnovation Initiative (MEI) to match a private donation establishing two Brin Family Endowed Professorships in Theoretical Computer Science.
"The Brin family is extremely grateful to the state of Maryland for this match," said Samuel Brin (B.S. '09, computer science), who spearheaded the effort on behalf of his family. "Our family is committed to Prince George's County and the University of Maryland, our home for many years. These professorships will help the computer science department continue to push forward and thrive, across all frontiers of computation."
In addition to Samuel, the Brin family includes his brother and Google co-founder, Sergey Brin (B.S. '93, mathematics and computer science); his father, UMD Professor Emeritus of Mathematics Michael Brin; and his mother Eugenia Brin, a retired NASA scientist who worked on issues related to climate and weather forecasting.
The MEI, which launched in 2015, is designed to spur private donations to universities in the state for applied research in scientific and technical fields by matching such donations. UMD has received over $8 million from MEI—more than any other institution in the state.
"This strong public-private partnership will help generate the knowledge that powers high-tech innovation in the state," said UMD President Wallace D. Loh. "Together, the Maryland Department of Commerce and the Brin family will enable us to recruit two more world-class scientists to our growing computer science hub. We appreciate this important support."
CMNS has received $7.3 million from the program to establish six new endowed professorships in computer science and four new endowed chairs in computer science, the life sciences and mathematics. The endowed chair in mathematics was created in 2015 thanks to a donation from Michael and Eugenia Brin that was matched by the state. The Michael and Eugenia Brin E-Nnovate Endowed Chair in Mathematics is currently held by Visiting Professor Michael Rapoport.
"These endowed faculty positions allow us to expand our college's innovation ecosystem by recruiting new faculty members and providing them with the critical resources they need to enhance the regional and state economy through their research endeavors and the students they teach and mentor," said CMNS Dean Amitabh Varshney.
The new Brin Family Endowed Professorships will be held by computer science faculty members who work in the area of theoretical computer science. By applying rigorously developed theory and algorithms, computer scientists are solving practical problems arising in networks, computer graphics, image processing, architecture, social networks and epidemiology. Theoretical computer science also provides the foundation for research priorities such as cryptography, data science and machine learning, artificial intelligence, and quantum computing.
"Theoretical computer science continues to make important contributions to computing by laying the foundational building blocks for the technologies of today and the future," said Ming Lin, chair of the UMD Department of Computer Science and holder of the Elizabeth Stevinson Iribe Endowed E-Nnovate Chair. "With the support of the Brin Family Professorships, the Department of Computer Science at Maryland can further solidify its global status and reputation in these important research areas."
In addition to the Brin Family Endowed Professorships in Theoretical Computer Science, the computer science MEI endowments include:
The Elizabeth Stevinson Iribe Endowed E-Nnovate Chair, held by Lin since January 2018, which was funded by Elizabeth Iribe and funds from the state.
The Paul Chrisman Iribe Endowed E-Nnovate Professorship, held by Dinesh Manocha since May 2018, which was funded by Elizabeth Iribe and an equal match from the state. It honors Elizabeth's brother.
The Reginald Allan Hahne Endowed E-Nnovate Professor in virtual reality, held by Matthias Zwicker since March 2017, which was funded by Elizabeth Iribe and an equal match from the state. It was named for her son Brendan Iribe's high school computer science teacher.
One Capital One Endowed E-Nnovate Chair and two Capital One Endowed E-Nnovate Professors in machine learning, data science and cybersecurity, funded by Capital One and an equal match from the state.
"My heartfelt thanks to the Brin and Iribe families, as well as Capital One," Lin said. "If they didn't have the vision and desire to give back, none of this would have been possible. The students are the biggest beneficiaries of these gifts, which also help elevate the department to the next level."
As the Department of Computer Science searches for candidates to fill the Brin Family Professorships and the Capital One Chair and Professorships, construction continues on the Brendan Iribe Center for Computer Science and Innovation. A cutting-edge research, education and entrepreneurship facility for computer science at UMD, the facility is expected to open in 2019. The new building became a reality thanks to a $31 million gift from alumnus Brendan Iribe, co-founder of the virtual reality company Oculus.
These generous gifts support Fearless Ideas: The Campaign for Maryland, UMD's $1.5 billion fundraising campaign focused on elevating and expanding the university's mission of service, enhancing academic distinction and bolstering UMD's leading-edge research enterprise.
"The support for a new building and endowed faculty positions is transforming the university, the region and the state, as our students graduate and go on to develop technological innovations that impact society and drive the economic growth for the state of Maryland," Lin said.
Ming Lin Dinesh Manocha Sergey Brin Samuel Brin Michael Brin Eugenia Brin Matthias Zwicker Brendan Iribe Capital One Iribe Center
Computer Science Alumni


A TURDS LIFE focuses on the life of a brand new turd with challenging infinite 3D runner type of gameplay and difficult bosses with very dynamic gameplay! Ever wonder what happens to poop after you flush it down? Most believe it simply goes through pipes and into a sewer, later into a receptacle of some sort to be disposed. This is not so - every turd must go through a treacherous trial of strength and courage before it is deemed worthy of freedom. There will be many obstacles and hardships that must be conquered for the poor young turdlet. A TURDS LIFE features checkpoints with very difficult obstacles in between: jump, duck, dodge or shoot your way through enemies, obstacles and bosses! collect coins and weapon powerups! It is up to you, the player, to help the turdlet and guide it through the difficult path to freedom, where it can finally join its fellow free turds in turd paradise.


text:
ARTICLES WEIRD WORLD 5 ABSURDLY BRUTAL WAYS AMERICA STILL ABUSES NATIVE PEOPLE
5 Absurdly Brutal Ways America Still Abuses Native People
Nimby Smith
Clearly, the biggest mistake Native Americans and Alaskans ever made was saving white people's asses from dying of starvation in the middle of their cornfields. As a continued thanks for their offer of integration, indigenous people now have difficulty voting, are virtually invisible in pop culture, and of all the NFL teams associated with their culture, the most racist one is the most popular.
Most recently, police have decided to dust off their grandpappy's Union uniforms and get back into Native suppression, firing rubber bullets, tear gas, water cannons, and concussion grenades at protesters in North Dakota. However, the atrocities of the Standing Rock pipeline protests are but a few drops in the giant, Olympic-sized pool that is the U.S. government's continual fucking over of the rights of American tribes.
5 Native Americans Have Almost No Access To Health Care
3dmentat\iStock
All American Indians and Alaska Natives (AI/ANs) are supposed to get health care provided by the federal government, because that's sort of the least you can do after driving them to the brink of extinction. It's been ratified in a lot of treaties (fool them once), which is why they're exempt from the Affordable Care Act's insurance mandate, because they're supposed to have the option of getting some of that sweet, sweet health care through the Indian Health Service. Which would be a great boon if the IHS was any good.
For one thing, they let unqualified children run medical tests.
The big problem is that the IHS is incredibly underfunded. The agency basically gets a check each year, and only has that amount of money to spend on health care. Since it often runs out of money about six months into the year, you should really try to plan on getting sick exclusively in the springtime. In 2013, IHS spent an average of $2,849 on each patient -- a fraction of the national average of $7,717 per patient. Estimates place the IHS budget at around 45 percent adequate, which is a disappointing score for a Judd Apatow movie, let alone a health care program.
You shouldn't get to tell two million people, "Eh, have you tried walking it off?"
This chronic underfunding becomes even more terrifying when you consider that Indian reservations can be massive. It's not uncommon for an ambulance to take hours to arrive at a medical emergency -- or in most cases, about 45 minutes after the medical emergency has become fatally less urgent. And those who do take the time to spend a hundred bucks on gas money to drive out to one of the dwindling facilities in the reservations are met with a lack of advanced equipment, and often turned away by the IHS because they only have resources for desperate circumstances, which means "people who will have an uneven amount of limbs tomorrow." Otherwise? Most of the time, you'll get sent home with an ice pack, an aspirin, and the knowledge that the United States has wiped its ass with yet another treaty.
4 The U.S. Doesn't Allow Tribal Courts To Prosecute Non-Natives
AndreyPopov\iStock
We generally think of Indian reservations as being mini-nations peeking out of the United States, like tiny islands in an ocean of indifference. After all, isn't that what the "sovereign" part of "tribal sovereignty" is all about? But while the government likes to remember indigenous populations as being independent from them when it's time to hand out money, its memory gets a little foggy when it comes to letting them have their own legal system.
Basically, any non-Native can walk onto a reservation, commit a crime of their choosing, walk out, and indigenous authorities are powerless to do anything. Don't believe us? Watch the Chief Justice of the Cherokee Supreme Court tell Samantha Bee that he can do 100 percent of nothing if she were to walk onto Cherokee land and punch his mother in the face. That's because, when the perpetrator is non-Native and the victim is indigenous, only a federal officer can make an arrest, and since federal officers don't care to pass through tribal land except to lose their paycheck at a craps table, those perpetrators are basically immune, on account of there being no one around with the authority to arrest them.
"Respect! Protect! You know, unless you've got something else going on."
How did we get here? In 1978, the Supreme Court began gutting tribal sovereignty, especially when it came to law enforcement, based on the argument that a bunch of 19th-century white dudes obviously never intended Indian tribes to have any kind of power over white dudes. The Court has historically also been receptive to arguments that boil down to calling Natives too stupid and biased to be trusted with real American lives.
This was the argument also made by the Dollar General corporation after one of their store managers was accused of sexually assaulting a Choctaw minor on the Choctaw Indian Reservation. When girl's parents found out that the state of Mississippi wasn't interested in prosecuting (let that sink in), they took the company and alleged molester Dale Townsend to the tribe's civil court for punitive damages. Dollar General immediately scuttled over to the Supreme Court, demanding that they dismiss the case on the grounds that tribal conceptions of justice are too primitive and prejudiced to hold non-Natives accountable. Or as former U.S. attorney Brendan Johnson put it: "The premise of Dollar General's case is that tribal courts are inherently incompetent and biased against non-members." The corporation eventually had to back down, but only because the Supreme Court had tied on the ruling. This isn't the kind of victory that should ever be won on a technicality.
Sometimes this fucked-up system works in your favor, but not the way you want it to.
But even in the 21st century, the government is so scared of giving tribal courts any power that they're willing to let people get away with rape. In 2013, when Congress was reauthorizing the Violence Against Women Act, Republicans in Congress resisted the idea of giving tribes the power to prosecute non-Native men who assault women (a majority of the violence suffered by Native women is at the hands of non-Natives), nearly tanking the whole bill. Racism and sexism in one bill is an opportunity certain lawmakers just cannot resist.
3 Juvenile Detention For Natives Is A Nightmare
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In theory, juvenile detention is supposed to be different and less severe than prison, to rehabilitate underage offenders who don't necessarily understand the consequences of the crimes they committed. But for indigenous children, juvenile detention is basically just prison, only with less money.
Bignai\iStock
"This will teach your ancestors to settle here before ours!"
The lack of funds that is unfortunately standard with every Native American program means that most reservations don't actually have juvenile facilities. This can often lead to incarcerated minors getting shipped hundreds of miles away from home, assuming they even make it to a juvenile detention facility. You see, because reservations are supposed to be sovereign territory, that means that if a minor commits a felony, they get put in the federal system. The federal government is good at many things, but taking care of children is not one of them.
Stephanie Keith/Reuters
However, it excels at shooting them with rubber bullets.
The federal system doesn't have a juvenile division, which means no rehabilitation programs, no education, and no probation for any Native American minors who find themselves in federal custody. There's also no funding to help any of them who might have mental health problems, or those who have been sexually assaulted, which is a lot of them. It doesn't help that they fall under what's been called a "patchwork" of agencies and organizations, like the world's shittiest quilt.
Investigations show that AI/AN minors are treated more harshly than white minors. For example, one teenage girl was restrained spread-eagle on a concrete slab for hours, pepper-sprayed repeatedly, and kept in isolation for weeks. Furthermore, Native children are often put in facilities for some pretty stupid reasons, such as truancy. One group found that Native youth have higher rates of PTSD than veterans of Iraq and Afghanistan. That means a whole generation of American Indians have been traumatized by trying to survive the U.S. government. America sure loves its traditions.
2 Schools On Reservations Are (Terribly) Managed By The Government
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There's a common misconception that American Indians weren't terribly advanced when European settlers stumbled into the continent, but the truth is that many Native tribes had substantially developed culture, technology, and ideas -- their only "shortcoming" was they hadn't managed to invent guns yet. But a century of mismanaged educational programs at the hands of the U.S. government has effectively stymied the education of every subsequent generation of Native Americans.
AVAVA/iStock
"Raise your hand if a shit system is selling your future short!"
In 1969, a Senate report on the state of indigenous education referred to it as "a national tragedy and a national disgrace." And as others have pointed out, little has changed. In the 2013-2014 school year, 69.6 percent of AI/AN students graduated from high school, making them the lowest-performing ethnic group (the national average was 82.3 percent). AI/AN students are some of the poorest-performing students in the country, but this is especially so for those who live on reservations. And, in a pattern that should now be familiar to any reader, a jumbled patchwork of government agencies appear to share the blame. It's such a bureaucratic clusterfuck that no meaningful progress is able to take place.
On top of that, the Bureau of Indian Education has a big management problem. It has had over 30 directors in 36 years, which is the kind of turnover rate that would be unacceptable at White Castle. Partially as a result of this, the bureau has continually suffered from financial mismanagement. Reservation schools have been described as "crumbling" and "unsafe" -- two words you don't want associated with a place that houses children. It also probably doesn't help that the isolation of reservations, high poverty rate, and low pay make hiring and keeping good teachers a problem for reservation schools. It's almost as if the U.S. government is failing indigenous children on purpose.
Swikar Patel/Education Week
We're pretty sure the wandering horses outside are receiving a better education.
1 Native Americans Are Disproportionate Victims Of Poverty, Suicide, And Sexual Violence
One of the major problems facing a lot of indigenous families is the high rate of poverty, both on and off reservations. In 2014, 28.3 percent of single-race American Indians and Alaska Natives were impoverished, the highest percentage of any race group and almost twice as high as the national average of 15.5 percent. On reservations, the problem can be even worse. Some reservations have poverty levels comparable to Detroit, which you may recognize as anywhere in between "not great" and "post-apocalyptic."
Another problem plaguing the community is high levels of suicide. Here's a graph:
Suicide rates among Native young adults are nearly twice as high as the national average -- and we're getting a little stressed out that "twice as bad as the national average" seems to be the recurring theme of this article. Even worse, studies suggest that suicide statistics for American Indians or Alaskan Natives might be underreported, so the actual number could be much higher.
Things get even worse. One in three indigenous women have been raped, part of the disproportionate amounts of violence committed against indigenous people. For comparison's sake, one in six female college freshman are raped. With all the necessary and desperately needed talk about rape and consent that has been occurring recently, you'd think sexual violence against indigenous women would've come up. But the only dialog about Native Americans which the U.S. government participated in this year was "Get off our land."
Michael Springer/Getty Images
More specifically, "Get off the land that was yours that we took from you."
And remember that whole "Reservations can't prosecute non-Native people" law we discussed earlier? That's how three oil workers were able to kidnap a Native woman, rape her, drop her on the road, then return to rape her multiple times before the sun rose, and completely avoid any repercussions. Unless the victim's attackers were also members of the reservation, reservation authorities are unable to even conduct an investigation.
Amy Casselman
And people get away with this.
There's no punchline that can soften that blow, unfortunately. Here's a video of Guy Fieri eating in slow motion.
Nimby Smith thinks that you should look up your legislators and call or write to them, telling them that you believe that there should be a law so that tribes can detain, charge, and try non-Natives for sexual assault under ANY circumstances. The RAINN sexual abuse hotline is 800-656-HOPE (4673).
Also check out 6 Ridiculous Lies You Believe About The Founding Of America and 3 Insane Realities Of Life On A Modern Indian Reservation.
Subscribe to our YouTube channel, and check out Why Christopher Columbus Was History's Biggest Dick, and other videos you won't see on the site!
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This morning on ABC's Good Morning America, the news program showed behind-the-scenes footage of CMA Fest's LP Field in anticipation of tomorrow night's televised production of the big four-day event. During the GMA package, the crew spoke with Little Big Town and attended the ACM Vocal Group of the Year's soundcheck.
Also in attendance at soundcheck were select middle and high school students who participate in Notes for Notes, a non-profit organization that funds, equips, and staffs recording studios in Boys & Girls Club locations.
We met the founder, Philip Gilley, a couple of years ago, and he explained to us what they do. They go into existing Boys & Girls Club buildings and set up studios, equipping them with guitars, drums, keyboards, mikes, anything you can think of needed to record music. The kids can come in there, create, write songs, play and lay down vocals. We know how music benefits kids – it makes them better students, focuses them and gives them purpose and gives them joy.
Tune into ABC tomorrow night, August 4th, at 8:00pm ET to watch the three-hour CMA Fest LP Field special televised concert event!
You ain't seen nothin' 'til you've seen a possibly tipsy Luke Bryan sing Let's Get It On while wearing a unicorn mask. Seriously.


H1B Visa Lawyer – "Employee-Employer Relationship" in H-1B Petitions, how will the new rules impact contract jobs?
Since the recent Memo from USCIS re Employer Employee relationship, our office has been receiving anxious calls from employers and clients alike. U.S. Citizenship and Immigration Services (USCIS) issued in Janauary updated guidance to adjudication officers to clarify what constitutes a valid employer-employee relationship to qualify for the H-1B 'specialty occupation' classification. The memorandum clarifies such relationships, particularly as it pertains to independent contractors, self-employed beneficiaries, and beneficiaries placed at third-party worksites. The memorandum is titled: "Determining Employer-Employee Relationship for Adjudication of H-1B Petitions, Including Third-Party Site Placements.
The memo make it more difficult for staffing companies who hire professionals to work at third-party work locations to obtain H-1B visas on their behalf. The memo states that staffing companies must demonstrate that they "control" their employee's daily tasks.
Moreover, the memo prevents corporations owned by a future H-1B beneficiary from submitting an H-1B petition on behalf of the beneficiary. The grounds for denial would be that the beneficiary rather than the petitioning company will be controlling the beneficiary's work.
Given the economic climate, many companies rely on contract workers to supplement their work force. The new guidance limits the ability of some outside vendors to sponsor new foreign workers or extend the immigration status of their existing employees. The result will be delayed projects and some of those companies may have difficulty fulfilling their contractual obligations. Companies, including those that do not sponsor H-1B workers — should therefore consult with their outside vendors to determine whether the new guidance will have business ramifications. Many companies, knowing that the new guidance may inhibit their ability to augment their work force on short notice, plan to sponsor additional H-1B workers in fiscal year 2011.
Though USCIS issued the guidance, companies should expect their H-1B workers to face additional scrutiny when they apply for a new visa with the U.S. Department of State or seek admission at a port-of-entry. In a recent advisory, U.S. Customs and Border Protection (CBP) warned attorneys that foreign workers should expect to be questioned about their employment in the United States and should carry documentation to establish their eligibility to work in the United States.
Employers must adapt and revise how they prepare and submit H-1B petitions. Any company that places H-1B workers at third-party work sites should consult with outside counsel regarding the new guidance. We will monitor the developments as the new H1B seasons progresses, and will update our readers on the impact of this Memo on new cases filed after April 1, 2010.


Opened in 2012 on the Williamsburg waterfront, this hotel is located in a 116 year old factory building that has been meticulously converted into a 70-room hotel – with King Kong skyline views from many rooms.
The hotel houses Andrew Tarlow's restaurant Reynard, showcasing seasonal, local products. The rooftop bar – The Ides – is popular with guests and neighbors for sunset cocktails and for its picture postcard views of the New York City skyline.


Chronic Migraines and Seizures Linked-Does Your Neuro Know?
One of the first reactions to my Migraines and Epilepsy book is that people don't understand what these two conditions have in common.
At it's foundation, these two conditions share the same mechanism. I have personally known this for at least a decade, but the information seems to be taking a while to get out there. Which may seem strange because chronic migraine headaches and seizures are both within the realm of neurology. Indeed, over the past few years there has been increasing overlap between anti-seizure drugs being used to treat migraines (Topamax, for example). Taking this even further, anti-seizure medications like Depakote have also been used to treat certain psychological disorders like bipolar disorder.
All in all, if you can take a step back you can see that many of the "brain" conditions overlap. There is a high incidence of depression in those who suffer from seizures. Anxiety disorder is also found in much higher numbers in people with epilepsy. And of course, the aforementioned relationship between seizures and migraines headaches has been demonstrated fairly consistently in clinical studies.
In many cases these relationships are termed "comorbidities" meaning that they occur commonly together. Kind of like curds and whey. You can certainly have curds without whey or whey without curds, and neither choice is really connected together other than at some point someone decided to start a trend of eating them together (most likely Little Miss Muffet…).
In most comorbidities pointed out by mainstream medicine the conclusion almost always recommendations to look for the comorbid condition and throw medications at this problem as well. Need an example? How about high cholesterol and high blood pressure? Two conditions that are frequently seen together and considered comorbidities. And these conditions are given two completely different types of meds for each one.
But these conditions are NOT two separate conditions!!! Ugh! At what point will medicine wake up and realize that, in almost every case, comorbid conditions are two conditions that occur from the same problem. Sticking with the use of analogies, if your car has a severely worn out tire that is flip-flopping and making all kinds of noises as you drive as well as pulling the car to the right would it make ANY sense to adjust the steering so it counteracts the pulling and then turn up the radio so you don't hear the flip-flopping?
Nope. We just add on more medications for the second condition.
When it comes to both migraines and seizures there has been evidence for many years now that the underlying mechanism is the same or at least real similar. The underlying problem centers around the ability of the brain cells to generate enough energy for that brain cell to function optimally. Without enough energy the brain cell goes haywire. In some people this produces a migraine, in others a seizure.
Now, it's not quite that simple, but that's the basics. This is also why so many things that have been shown to be helpful for migraines are helpful for seizures and vice versa. Exercise, essential fatty acids, antioxidants, magnesium, vitamin D….the list is pretty long.
So what does all of this have to do with this particular study? In it, researchers asked 772 neurologists across 89 hospitals as well as two tertiary epilepsy clinics about whether they thought current headaches are more frequent in people with epilepsy than in the general population. Keep in mind that this relationship has been understood for some time now and I have written about this in past blog posts. In other words, it's not new news.
Only 1/3 of the neurologists correctly understood that headaches are more common among people with epilepsy.
A mere 8% understood that these headaches are consistent with migraine.
The number of years of experience did not influence knowledge on headaches in epilepsy patients.
However, the interest in epilepsy and the number of epilepsy patients per month seen in the polyclinic did.
Next Next post: MS, Seizures, Migraines–Can Your Gut Protect Your Brain?


A 50-year-old Cedarhurst man died after crashing his car in East Meadow on Monday evening.
Nassau County police said Paul Wentz was driving his Subaru Outback westbound on Hempstead Turnpike when he crossed into the opposite lane of traffic and struck two utility poles shortly after 7 p.m.
The vehicle overturned and the victim was taken to a local hospital, where he died.
Third Squad detectives impounded the vehicle and are continuing the investigation.


text:
A Classroom without a Prima Donna
The artistic teacher is not the prima donna of the classroom but is completely immersed in the classroom and co-creates education. The South African teacher Michael Grimley is an expert when it comes to the art of education. He asks how a teacher develops artistic feeling, be it through meditation, artistic activity, an awareness of their own development or through an empathic relationship with the children. At the end of the article the reader realizes that teaching can only ever be exemplary, a work of art, no theory. It is the second part of his article about artistic feeling in the art of education.
Artistic feeling, Empathy and Reverence
What differentiates the character and quality of artistic feeling in the art of education from its use in all other art forms is that the medium we are concerned with is not a lump of clay to be moulded, a string to be plucked, or a drum to dance to - but a growing young person. Artistic feeling in the 'great art of life' is, therefore, not only an artistic but also a moral-aesthetic imperative. The nurturing and development of this art is possibly the primary task of human culture in our time. The parameters of this task were outlined over 200 years ago by Friedrich Schiller, writing in response to the French Revolution. In a passage chiefly concerned with pointing out the ways artisans and artists approach their material, he contrasts these to the way things are for a third, the educational and what he calls the political artist:
"With the pedagogical or political artist things are very different indeed. For him Man is at once the material on which he works and the goal towards which he strives. In this case the end turns back upon itself and becomes identical with the medium . . . The consideration he must accord to its uniqueness and individuality is not merely subjective, and aimed at creating an illusion for the senses, but objective and directed to its innermost being." (1)
But what unique quality of artistic feeling is it that permits the 'pedagogical artist' both to work creatively with the child's 'innermost being' and at the same time perceive and acknowledge its objective status?
The innermost being of the child is sacred. Unlike that of an adult, the child's inner nature is connected to the world in manifold ways – bodily, psychologically and spiritually. In his or her relationship to the child, the artistic teacher combines artistic feeling with a mood that can only be described as sacramental. It is in this sense that the qualities of feeling that make education an authentic art form were highlighted by Rudolf Steiner in the closing paragraphs of Lecture 10 of the Study of Man:
"We are together in the classroom: in each child is situated a centre for the whole world, for the macrocosm. This classroom is a centre — indeed many centres — for the macrocosm. Think what it means when this is felt in a living way. How the idea of the universe and its connections with the child passes into a feeling which hallows all the varied aspects of our educational work. Without such feelings about man and the universe we shall not learn to teach earnestly and truly. The moment we have such feelings they pass over to the children<s> </s>in underground ways . . . Education must not be a science, it must be an art. And where is the art which can be learned without living constantly in feeling? But the feelings in which we must live in order to practice the great art of life, the art of education, are only brought to life through observation and contemplation of the cosmos and its connection with the human being." (2)
In the art of teaching a sacramental mood of reverence constitutes an essential ingredient in the teacher's relationship with children and supports an artistically based understanding of them. Indications for this basis of mood appear as a 'leitmotif' in the opening lectures of the Study of Man course, and reappear again later. In the first lecture, soon after the presentation of the College Imagination, mention is made of the 'right mood and feeling' for all aspects of educational practice; a mood dependent on the teacher being fully aware, when working with a young person, of continuing what higher beings have done before birth (3). In the second lecture this mood is described as giving the necessary consecration to all aspects of educational practice, ". . . for without this consecration it is impossible to educate at all' (4). The closing paragraphs of the tenth lecture describe how such feelings 'hallow' all aspects of educational work, enabling teachers to teach with conviction and sincerity, and connect with the children in hidden ways (5).
A reverential mood such as this can only be nurtured through an empathetic connection between teacher and child. Empathy involves a capacity for feeling into the other, but unlike sympathy it does not involve a loss of objective distancing. The word empathy had its roots in the aesthetic domain before its inclusion into the language of psychological discourse. This capacity of 'feeling into the other' - (einfühlen), originally referred to a special quality of artistic feeling, a heightened form of feeling lifted beyond the solely personal and the subjective. In other words, it is a quality of artistic feeling, merging subject with object, i.e. the artist or onlooker with the object of his or her attention (6). In the arena of the classroom an authentic mood of empathy and reverence represents the essential pre-condition for the particular quality of artistic feeling required in the practice of teaching - a sacramental mood of reverence awakened through the teacher's empathetic relationship with the children.
Through an artistically based empathetic relationship with the children, and supported by an ongoing contemplative study of the human being, the realisation may dawn on the teacher that he or she is not alone as the sole creative agent in the classroom, and when the teacher recognises that the child is an active participant in his or her own creative process of self-becoming, and supported by other creative powers – cosmic creative beings – then an authentic mood of reverence may awaken.
The attitude of the teacher ought, therefore, to be different from the practitioners of all other arts. The teacher as artist is not a prima donna in the classroom, but a co-creative participant in the educational process as a whole, and in a higher sense than simply that of sharing a timetable with fellow colleagues. As with the anonymous creators of the late medieval cathedrals, who considered themselves in communion with the creative angelic powers of the world, so the teachers in a school are co-artists together with a community of creative spiritual beings involved with the developing human being. It is the child that is the total work of art; and the school is the architectonic structure in which the total artwork, 'the greatest artistic achievement of the Cosmos' (7), can unfold, thrive and live.
The Teacher as Artist
The significance of a reverential mood for the art of teaching helps explain Rudolf Steiner's provocative injunction towards the end of the first "Study of Man" lecture, that the colleagues he was speaking to should "…pay attention not merely to what you do, but also to what you are" (8). What the difference is between such a teacher and another is that the former brings a 'constant trend of thought into the classroom'; thoughts on the 'evolving human being', which, considered in the context already outlined, nurture<s>s</s> the sacramental mood in the atmosphere of the class. In a lecture three years later he repeated the injunction in a further challenge to the existential status of the teacher, but in this case directly related to the practice of teaching as an art form:
"Moreover the teacher must work in such a way that he not merely puts before the child the True, the Good and the Beautiful, but — in a sense — is these. What the teacher is passes over into the child, not what he teaches. All that is taught should be put before the child as a concrete ideal. Teaching itself must be a work of art, not a matter of theory." (9)
But how in practice does teaching become a work of art in relation to what the teacher is? A comprehensive response to this question is presented in Rudolf Steiner's opening lecture of "Balance in Teaching" (10). In it he introduces a further aspect to the qualities of artistic feeling characterised so far – that is, the feeling of the teacher's own relationship to the children as a creative process itself.
On a number of occasions Rudolf Steiner referred to the art of teaching as being quickened by knowledge of the evolving human being with what he called 'pedagogical intuitions'. But in this lecture he emphasised how the potency of such knowledge can only be acquired through an ongoing empathetic engagement with the unfolding child and that; 'In this regard we must as teachers become artists' (11). Such knowledge, therefore, cannot be effective through theoretical study alone, but with constant practical and creative engagement with children in the classroom. It is at this point that he possibly made the most important injunction to the colleagues of the first Waldorf School when he emphasised the fundamental existential mood which the teacher shares with all other authentic artists in practice – that is, the feeling of being an artist in a process of an ongoing self-becoming;
"…it is not ready-made knowledge that has value in life, but the work that leads to this finished knowledge and particularly in the art of teaching this work has especial value. In reality it is no different here than in the arts. I cannot consider anyone a right-minded artist who doesn't say to himself on finishing a work: only now are you able to do this. I don't consider a man properly disposed as an artist, if he is satisfied with any work he has done…
This proper sort of inward modesty, this sense that we ourselves are still in becoming - this is what must sustain the teacher, for more will come from this feeling than from any abstract principles." (12)
The significance of this injunction should not be underestimated. Artists act in the immediate present in response to the immediate challenge the objects of their creative activity confront them with. Only through a constant process of self-evaluation in direct relation to the medium concerned, can the artist gauge the relevance of his or her responses to the needs of the creative moment.
However, what is also significant is that, for the authentic artist, the inner motivation for this reflective process is a constant feeling of dissatisfaction with any result achieved. In the case of the teacher this mood is particularly poignant, as it often takes on the character of shame and guilt. In extreme instances these feelings can be overwhelming. They may either lead to a sclerosis of the will, completely undermining the confidence of the teacher as a positive, creative, self-empowered presence in the classroom; or, with a similar consequence, harden the teacher's resolve into a habit of imposing his or her own will on the children, forcing them to comply with pre-set outcomes for the lessons. How then can such an artistic feeling of dissatisfaction be a positive motivating factor in the classroom?
Rudolf Steiner's answer is the challenge to acknowledge that our teaching will always be bad unless after a year of work we are unable to put to ourselves the question, '… who is it now that has really learned the most?' - and then finding the answer, 'It is I, the teacher! ':
"…we would most certainly have taught the best of all if we had entered the classroom each morning in great trepidation, without very much assurance in our own capacity, and then at the end of the year could say, it is really I myself who have learned the most. For our ability to say this depends on how we have acted, on what we have done, on always having the feeling: I am growing by helping the children grow. I am experimenting, in the purest sense of the word. I can't really do very much, but a certain capacity grows in me by working with the children . . . we leave the campaign quite a different person from when we entered it; we have learned to do what we were incapable of doing when we began teaching a year before. We say to ourselves at the end of the year – yes, now I can really do what I ought to have been doing." (13)
Explaining the consequences of this process of self-evaluation even further, Rudolf Steiner outlines one of the most important reasons why a class teacher should continue with the same group of children over several years:
"…If you go through your teaching duties with inwardly true and noble and not foolish doubts, such as I have described, you will draw out of this diffidence a new and imponderable power, which will make you particularly fitted to accomplish more with the children entrusted to you . . . You will achieve something different in quality, and that is really enough. For everything that we acquire in the way described, with the necessary noble diffidence and heartfelt humility, has the effect that we are able to make individualities out of those we teach, individualities in the widest sense. We cannot have the same class twice over and send out into the world the same copies of a cut and dried educational pattern. We can however turn human beings over to the world who are individually different. We bring about diversity in life but this does not derive from the elaboration of abstract principles. In fact this diversity of life is founded on a deeper grasp of life, as we have just described." (14)
This capacity for self reflection is no different from that of an artist in his or her own striving. However, the imponderable power that might be gained is the particular quality of artistic feeling unique to the teacher's own practice. Connected to his ongoing empathetic relationship with the child it empowers the teacher's own creative engagement at any given moment with what Rudolf Steiner described as a kind of intuition or instinct:
"Everything depends upon the contact between teacher and child being permeated by an artistic element. This will bring it about that much that a teacher has to do at any moment with an individual child comes to him intuitively, almost instinctively." (15)
Artistic Feeling as a Foundation for Pedagogical Insight
In the third lecture of 'Balance in Teaching' Rudolf Steiner characterised the contemplative study of the human being as a meditative activity with a distinct character different to what is normally associated with scientific enquiry (16). It also serves to gain knowledge of the human being, but with a quality of understanding that aims to open up a capacity for pedagogical insight that meets the educational needs of the growing child with immediate effect.
In the example for meditative practice contained in this lecture he gave special attention to how judgements arise in the affective domain with its physical location in the region of the rhythmic system of heart and lungs. He suggested that we can gain the fruits of such an understanding through building up a detailed imaginative picture of how pictorial and musical perceptions are transformed along a remarkable polarity of pathways in the human bodily constitution.
It is to these pathways that Rudolf Steiner is alluding when he indicates how we should focus our attention on the whole organic process where 'soul currents and bodily processes' (17) interact. For instance, in any given act of visual apprehension three inner activities can be identified – perceiving, understanding and remembering. Firstly, we perceive the object with our eyes – an organ of the neuro-sensory system. Secondly, we understand not with the neuro-sensory system but with the rhythmic system. And thirdly, we absorb the content of our understanding in our memory, which in turn is connected to delicate inner processes of metabolism and the activity of the will.
In the case of musical perceptions these stages are the same, but proceed in the opposite direction, beginning with the act of hearing involving subtle metabolic processes in the ear, through understanding in the domain of the rhythmic system, and so to a creative remembering in the realm of inner perception.
Using this imaginative picture, three steps in a process of focussed meditation follow these same pathways from perception through judgement to a creative remembering:
"Thus we start with a receiving or perceiving of the study of man, then comes an understanding, a meditative understanding of the study of man that goes into its inner aspect where the study of man is received by the whole of our rhythmic system; and then comes a remembering of it out of the spirit . . . You must see the human being in such a way that you constantly feel these three stages within you. And the more you come to the point of saying to yourself 'There is my external body, my skin, and that contains the power to receive the study of man, the power to understand the study of man in meditation, the power to be fructified by God in the remembering of the study of man' - the more you have this feeling within you, the more you will be a real teacher." (18)
What is central in this process is how the second step, the meditative activity itself, is located in the rhythmic system where the two pathways of pictorial and musical perceptions meet in the realm of understanding and feeling,
"…the rhythmic system is connected with understanding, understanding becomes intimately connected with man's feeling. And whoever looks at himself very closely will see the connections between understanding and actual feeling. Actually we have to see the truth of something we understand before we can agree with it. For it is our rhythmic system that supplies the meeting place for our understanding of knowledge and the soul's element of feeling." (19)
Here we find a confirmation regarding the role of feeling in a cognitive judgement as described earlier; but in this case, directly related to artistic/aesthetic judgements arising from pictorial and musical perceptions (20). It is through such a meditative activity located in this middle realm that such perceptions are transformed into artistic feelings for empowering the teacher's creative will.
Not only did Rudolf Steiner demonstrate how the teacher's artistic feeling can be developed as an organ for pedagogical insight through meditation, but also in the practice of other art forms. In one of his last lectures he emphasised the need for teachers to practice some of these art forms to awaken differentiated artistic feelings for a comprehensive knowledge of the child's ego and bodily sheaths (21). He stressed how teachers would only grasp an understanding of the child's etheric body through training in the modelling of the human organism, the astral body through music, and the ego through a refined feeling for the structure of language. (22)
Artistic feelings developed through meditative practice, artistic activity, an awareness of his or her own development as a teacher-artist, combined with an authentic mood of reverence and an empathetic relationship with the children, empowers the teacher to respond creatively to the immediate challenges each child presents. Each challenge allows for a relevant response that may fit the needs of the child as representative of the present time. The effectiveness of the art of education represented by the Waldorf School Movement depends on the actuality with which such creative moments can be achieved every day, in every classroom and in every school. It is, therefore, upon the development of artistic feeling that the relevance and identity of the Waldorf School Movement ultimately rests.
Michael Grimley is an art teacher with a master's degree in fine arts, and for many years was a teacher in both mainstream and Waldorf schools in South Africa. He served on the council of the South Africa Federation of Waldorf Schools, and as a member of the International Forum for Waldorf Education. He initiated the work of the Pedagogical Section in South Africa; and continues giving lectures, training and enrichment programs.
(1) Schiller, Friedrich: 'On the Aesthetic Education of Man' – Fourth Letter, p. 18: Translated by E.M. Wilkinson and L.A. Willoughby (German text included), Clarendon Press, Oxford 1967.
(2) Steiner, Rudolf: The Study of Man, L10, p. 148: Rudolf Steiner Press, London 1991(GA 293).
(3) Ibid. L1.
(4) Op cit. note 2, L2.
(5) Op cit. note 2.
(6) The word 'empathy' is surprisingly new in the history of language. Its origin was originally connected to 'einfühlen', used by Friedrich Theodor Vischer (1807-1870) in relation to architectural form, and then expanded further by his son, Robert Vischer (1847-1933) to include works of art and nature in his, 'On the Optical Sense of Form: A Contribution to Aesthetics' 1873. In 1858 the word ´empathy´ was possibly first coined by Rudolf Hermann Lotze (1817-1881) using the Greek, 'empatheia' (passion), from 'en-' (in)+ ' pathos' (feeling). From 1902 onwards it began to be transferred from aesthetic discourse to psychology by Wilhelm Wundt (1832-1920) the founding father of experimental psychology, and especially his follower, Theodor Lipps (1851-1914). It is widely believed that another follower of Wundt, Edward B. Titchener (1867-1927) introduced the word 'empathy' into the English language. (Source: History of the Evolution of the Word, Concept, Phenomenon Empathy. http://cultureofempathy.com/references/History.htm).
(7) Steiner, Rudolf: A Modern Art of Education, L1: Rudolf Steiner Press, London 1972 (GA 307).
(8) Op cit. Note 2, Lecture 1.
(9) Steiner, Rudolf: A Lecture on Pedagogy (1922): The Anthroposophical Quarterly 1927 (Das Goetheanum, Volume 2, Number 17 (GA 36). A lecture on pedagogy during the French course at the Goetheanum, 16 September, 1922.
(10) Steiner, Rudolf: Balance in Teaching: Anthroposophic Press/Steiner Books (GA 302a).
(11) Ibid. L1.
(12) Ibid.
(15) Steiner, Rudolf: The Spiritual Ground of Education; The Teacher as Artist in Education, Lecture 6: The Anthroposophical Publishing Company, London 1947 (GA305), L6.
(16) Op cit. Note 2, L5.
(20) Op cit. Note 10, L3.
(21) Steiner, Rudolf: Human Values in Education, Lecture 8: Rudolf Steiner Press 1971
(22) Teacher training in some Waldorf teacher training centres was originally structured around the artistic practice of sculpture, music and speech: the three 'Lehrerkünste'.
The GA numbers used in these notes refer to the original German sources, and which can also be used to access the English translations on the Rudolf Steiner Website (www.rsarchive.org). The 'L' with numbers refers to lectures in the GA source.


text:
Tim Gulbranson Presents at United Way Non-Profit Board Governance Seminar
Tim Gulbranson, Lane & Waterman attorney, presented at the United Way of the Quad Cities Non-Profit Board Governance Series on Wednesday. Tim provided tips on contract drafting and negotiation as well as contract interpretation and risk-mitigation techniques. The Non-Profit Board Governance Series is a service offered by United Way to counsel area non-profits on legal issues related to employment law, contractual agreements, financial oversight, and tax matters.
"The importance of non-profit organizations to the Quad Cities community cannot be overstated, but due to an inability to pay for private legal counsel, many are susceptible to legal risks that for-profit entities are not concerned with. Providing counsel in a setting like the Non-Profit Board Governance Seminar allows non-profit leaders to stay updated on the law and to protect their organizations from encountering undeserved legal problems." said Tim of the seminar.
The United Way of the Quad Cities and Lane & Waterman partner with Deere & Company and two other local law firms to offer the series each year.


These utility baths feature a clear LED temperature display with an analog dial, making set point adjustments quick and ensuring accurate temperature control. Polycarbonate lid provides full view of bath contents and reduces heat loss. Low water level sensor prevents dry boiling, and overtemperature protection system monitors temperature and controls heater in the event of a fault.
Built-in drain empties stainless steel tank for water changes and maintenance. The heater is mounted beneath the tank, so it is not in the way.


We bet for a colorful and aromatic summer, and if you don't believe us, just check the latest launches from some of the most popular perfumery houses. Names inspired in colors, the bottles showing an obvious color-blocking or monochromatic palettes and last but not least masculine scents that are gonna make you feel like in a technicolor world.
1.Wisteria Blue. Nest. Taking inspiration on the purplish pigments of French wisteria and Bulgarian rose, the New York-based brand introduces us a strong and romantic scent -an undeniable trademark in Nest's fragrances- which is gonna stand you out from the other gents.
2.Pure Chrome. Azzaro. Continuing with Azzaro's dynasty of scents inspired in the fatherly love between a father and his son, now the brand founded by Loris Azzaro, represents this bond with the pureness of white color, adding delicate hints of citrus and woody notes to enhance this manly bond.
3.L'Eau d'Issey Pour Homme. Issey Miyake. Yellow was the chosen color to represent the natural elegance according to perfumist Christophe Raynaud. A fresh scent which will take you to an outdoor environment, could be wherever you imagine just spray some over you and let your mind fly.
4.Mr. Burberry Indigo. Burberry. As per Burberry, the new dandy is the one who wants to be free of urban lifestyle, instead, this man wants to be in touch with unspoiled places to feel the peacefulness of life. Amber, white oak and a mild indigo tone are the best formulae to achieve this state of mind.
5.Kenzo Homme Eau de Parfum. Kenzo. Following the natural motto, Kenzo picked a deep green tone to represent the bond between a gent, nature, and sports. A fresh scent full of mint and marine notes which awakes the athletic and outdoorsy side of every man.
6.Primrose & Rye. Jo Malone. The fields and raw ingredients inspired this special collection by Jo Malone, replacing the classic packaging for a slim two-tone bottle, in this case, the beige and brown are the colors applied to represent the crops of corn, rye, and primrose.
7.Light Blue Eau Intense. Dolce & Gabbana. The Mediterranean Sea and the affair between two lovers are symbolized in the baby blue of scent's essence. Citrus, musk and water notes are blended in a great and successful way in D&G fragrance.
Wisteria Blue. Nest. y Promorose & Rye. Jo Malone son aromas exquisitos, me encanta la delicadeza que tienen. Y la de Dolce Gabbana es para mi un aroma fresco para días soleados.


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At this time of year one of the most common things I hear from my clients is that they are feeling tired and that they lack energy to do anything. In essence – they pretty much feel like hibernating! Does this sound familiar?
I will admit Alberta winters can definitely be challenging. When the cold miserable weather hits most of us would rather stay at home and avoid venturing out into the frigid temperatures and the poor road conditions. But the weather isn't the only thing that changes at this time of the year making us feel like pulling the covers over our heads! Have you noticed the daylight hours changing? According to the Weather Network the number of daylight hours we get peak in June around 16 hours per day and drop to half that amount come December. That is a big shift and it does have an impact on our energy levels.
Melatonin is a neurohormone that is produced by the pineal gland located in the center of our brain. It plays a key role in regulating our sleep/awake cycle which is also called our circadian rhythm. Our body is naturally programmed to be awake during daylight hours and sleep at night. One of the strongest influences for the production of melatonin is the presence of natural light. As daylight hours disappear, melatonin is produced which starts to make us feel tired in the evening. Production of melatonin peaks in the middle of the night and decreases as morning nears. So, when our daylight hours decrease and the sun sets earlier in the day we start to get tired and our energy starts to quickly disappear.
Is this a concern? Well, it is if you start to see that your physical activity decreases as a result of it. Exercise is something a lot of people only find time to do after work and as the daylight hours decrease and the weather starts to turn cold it is very easy to convince ourselves that we can skip out on our fitness class or date with the treadmill at the gym. This is that natural reaction of choosing the path of least resistance and instead heading home to curl up on the couch.
While a few days of playing hooky from our regular exercise is totally acceptable, too many days can wind up leaving us feeling guilty and discouraged as we realize our pants are fitting a little tighter again. Instead, recognizing the change in daylight hours and the cold weather and don't let it impact your habits. We encouraging you to embrace the winter! There are many fun seasonal activities to be done with the snow so lets have some fun with it!!
Our friends over at Body By Bennett are all about showing people how to have fun with fitness. Check out their website or follow them on Facebook, Twitter or Instagram to find out some fun ways to stay active over the winter months.


text:
Q: how to add my shared path as href in latex I want to add a hyper ref to a shared path ( \\LEUMWORK\Users\asadi\Desktop\examples ) in latex in windows. is there any idea?
Some thing like, "please see here!" and "here" is in Blue and address the to shared path.
\begin{frame}{}{}

\begin{itemize}
\item All examples can be found \href{\LEUMWOR\Users\hasadi\Desktop\examples}{here}.
\item Feel free to add more!
\end{itemize}

\end{frame}

A: I think you want something like that:
\documentclass{article}
\usepackage{hyperref}

\begin{document}
\href{\LEUMWORK\Users\asadi\Desktop\examples}{here is a link to a local file}.
\end{document}

You can look at this page to learn more about hyperlinks in tex documents.


text:
Q: Avoid excluding similar lines while parsing a specific txt file to csv I need to parse a plain text file into a csv file (plain text format too). So I have a php script working on a server with PHP Version 5.3.13. And there is no way to upgrage. It works fine kinda...
First. Here is the php script: (it is the full working script)
<?php
// INPUT RAW FILE -- UTF8 !!!!
$data = trim(file_get_contents('inbox_file_utf8_clean.txt'));

$all_lines = preg_split("/\r?\n/", $data);
$date_id_line = array_shift($all_lines);
if(!preg_match('/^\d+\s\w+\s(?<time>\d+:\d+)\sId:\s(?<id>\d+).*/', $date_id_line, $matches)) {
  trigger_error('Failed to match ID and timestamp', E_USER_ERROR);
}
$output_data = array(
  'info' => array(
    'id' => $matches['id'],
    'time' => $matches['time']
  ),
  'data' => array()
);

$all_text_headers = array_values(preg_grep('/^\s*\(/', $all_lines));

// The first "Text header" is a parent.
// Count the number of leading whitespaces to determine other parents
preg_match('/^\x20*/', $all_text_headers[0], $leading_space_matches);
$leading_spaces = $leading_space_matches[0];
$num_leading_spaces = strlen($leading_spaces);
$parent_lead = str_repeat(' ', $num_leading_spaces) . '(';
$parent = NULL;
foreach($all_text_headers as $index => $header_line) {
  list($lead, $item_value) = explode(') ', $header_line);
  list($topic, $topic_count) = array_map('trim',
    preg_split('/\s{2,}/', $item_value, -1, PREG_SPLIT_NO_EMPTY)
  );

  $topic_count = preg_replace('/\D/', '', $topic_count);

  if($is_parent = ($parent === NULL || strpos($lead, $parent_lead) === 0)) {
    $parent = $topic;
  }

  if($is_parent) {
    $output_data['data'][$parent] = array(
      'count' => $topic_count,
      'values' => array(),
    );
  } else {
    $output_data['data'][$parent]['values'][] = array(
      'topic' => $topic,
      'count' => $topic_count
    );
  }
}

$csv_delimiter = ';';
//output file -- result file -- CSV --
$handle = fopen('csv.txt', 'wb');

fputcsv($handle, array_values($output_data['info']), $csv_delimiter);

foreach($output_data['data'] as $parent_topic => $data) {
  $child_data = array();
  if($data['values']) {
    foreach($data['values'] as $arr) {
      $child_data[] = sprintf('%s x%d', $arr['topic'], $arr['count']);
    }
  }
  fputcsv($handle, array(
    $parent_topic,
    $data['count'],
    implode(', ', $child_data)
  ), $csv_delimiter);
}

fclose($handle);

echo "it's kinda done :-)";

$order_num = $matches['id'];

sleep(4);
?>

The file I need to parse looks like this: (that example is the real plain text file that I have to parse. It is just a plain text file in utf8 encoding. It is real 'input' text file.)
18 jun 15:28 Id: 42 #1 Random Text
(Text header 1) Apple                    15
   (Text header 1) Really long line
   here is the rest of the
   long line that does'n get parsed
(Text header 1) Milk          2
(Text header 1) Ice cream                   4
(Text header 1) Ice cream                   4
(Text header 1) Pencil            1
(Text header 1) Box                    1
   (Text header 1) Cardboard                 x1
   (Text header 1) White                 x1
   (Text header 1) Cube              x1
(Text header 1) Phone     1
   (Text header 1) Specific text                x1
   (Text header 1) Symbian                x1

The format descriptin is: just a plain text file. First line is the header. All the rest lines (exept the lines starts with spaces) are 'index' lines. All the lines starting with leading spaces are 'child' lines.
And I get the output result csv file: (that expample is a real plain text output.)
42;15:28
Apple;15;Really long line;
Milk;2;
"Ice cream";4;
Pencil;1;
Box;1;"Cardboard x1, White x1, Cube x1";
Phone;1;"Specific text x1, Symbian x1";

I've one problem there.
If the input file contains two similar lines, the out put csv file contains only one of those two lines. I need them both.
So in the example input file I've got two 'Ice cream'.
But the output contains only one 'Ice cream'.
How can I make them get parsed both?
Please, help...